Academic literature on the topic 'Teacher's strike'
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Journal articles on the topic "Teacher's strike"
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Berman, Russell A. "Why Major in Literature—–What Do We Tell Our Students?" PMLA/Publications of the Modern Language Association of America 117, no. 3 (2002): 490–92. http://dx.doi.org/10.1632/003081202x61223.
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What do we tell our students? the question implies a range of assumptions, most obviously the simple hope that such a conversation might even take place. Imagine a student dropping by during office hours or approaching us after class to ask for our thoughts on the choice of a major. Or consider a different scenario: the faculty member struggling to find the right tone in order to strike up a conversation with a student about his or her academic plans. Certainly such discussions take place, certainly teachers and students talk about educational goals, and certainly a teacher's advice can at times be important for a student. Yet all this reassurance cannot disguise the fragility of the situation. For it is equally certain that the question overstates the frequency, significance, and ramifications of these sorts of exchanges. Parental pressure plays a larger role in the real decision making than does a teacher's advice. (Perhaps there is a journal somewhere for parents of college students with a discussion on “Choosing the Right Major: What DoWe Tell Our Children?”) Many of us have spoken with students who plea their interest in selecting a literature major but find themselves compelled by their parents to choose something allegedly more practical. I for one have rarely met students passionate about a major in business but whose families heartlessly forced them to study literature.
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VANDERPORTEN AND W. CLAYTON HALL, BRUCE. "TEACHER STRIKES IN STRIKE-PRONE STATES." Journal of Collective Negotiations in the Public Sector 17, no. 1 (1988): 1. http://dx.doi.org/10.2190/3a6p-cnne-fc98-wxfm.
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Narodowski, Mariano, Mauro Moschetti, and Silvina Alegre. "Huelgas docentes y educación privada en Argentina." Revista Colombiana de Educación 1, no. 70 (2016): 27–45. http://dx.doi.org/10.17227/01203916.70rce27.45.
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TOMKIEWICZ, CATHERINE TOMKIEWICZ, A, JOSEPH. "WHY DON'T TEACHERS STRIKE?" Journal of Collective Negotiations in the Public Sector 14, no. 2 (1985): 1. http://dx.doi.org/10.2190/yypm-kljl-qpey-3mkq.
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Arroyo Bravo, Angélica Josefina, Fanni Lisset Ralda Zúñiga, and Nayeli Lizbeth Infanzón García. "Movimiento magisterial: La perspectiva de los padres de familia en comunidades rural y urbana de Chiapas." Revista Espacio I+D Innovación más Desarrollo 3, no. 4 (2014): 46–64. http://dx.doi.org/10.31644/imasd.4.2014.a04.
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Buffett, Neil Philip. "Crossing the Line: High School Student Activism, the New York High School Student Union, and the 1968 Ocean Hill-Brownsville Teachers’ Strike." Journal of Urban History 45, no. 6 (2018): 1212–36. http://dx.doi.org/10.1177/0096144218796455.
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In the fall of 1968, 54,000 of 57,000 New York City teachers went on strike in what has since become known as the Ocean Hill-Brownsville Teachers’ Strike. With schools closed for thirty-six days, from September to November, more than one million students were left without schools to attend. Nearly 300,000 of them were high school students—many of whom utilized their “time off” to become or, in some cases, continue to be socially and politically active. This article outlines high school students’ involvement in the Ocean Hill-Brownsville Crisis. It centers upon the New York High School Student Union, which was established as a citywide student organization in September of 1968. During the tense days of that autumn, members of this organization openly supported the African American community’s call for decentralization of schools and firmly opposed the United Federation of Teachers’s strike action.
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Bhattacharya, Tithi, Eric Blanc, Kate Doyle Griffiths, and Lois Weiner. "Return of the Strike: A Forum on the Teachers’ Rebellion in the United States." Historical Materialism 26, no. 4 (2018): 119–63. http://dx.doi.org/10.1163/1569206x-00001808.
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AbstractBringing together leading observers of the 2018 teachers’ strikes in the United States, this forum surveys the origins, character, and trajectory of the rebellion as a whole. We examine the relations between union bureaucracies and the rank and file, the wider political context of the United States, the geography of the strike, immediate and longer-term grievances in the public-education sector, spontaneity and organisation, local cultural contexts and labour histories, strategies and tactics, social reproduction and gender, race and racism, and the potentialities and obstacles facing the movement in the near future.
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Young, Ann-Marie, and Ann MacPhail. "Irish Physical Education Cooperating Teachers’ Experiences of Learning to Become a ‘Teacher of Teachers’." Open Sports Sciences Journal 7, no. 1 (2014): 98–105. http://dx.doi.org/10.2174/1875399x01407010098.
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This article presents case studies detailing the learning trajectories of two physical education (cooperating) teachers as they strive to establish and maintain their identity as competent and confident supervisors to pre-service teachers on school placement. The cooperating teachers who participated in the study share their experiences in attempting to construct a professional identity within the school placement triad. Lave and Wenger’s (1991) theory of situated learning and the concept of legitimate peripheral participation were employed to investigate each of the cooperating teacher’s journeys in their attempt to shape their professional identity through participation in a variety of professional learning communities. The data revealed that the cooperating teachers experienced various forms of legitimate peripheral participation and, as a result, their learning trajectories and attempts to construct professional identities were diverse. The cooperating teachers’ learning did not always follow a positive trajectory, often meeting obstacles, resulting in the teachers experiencing both highs and lows during the supervision process.
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Snider, Jacqueline. "Editorial: Invisible Sphere of Influence." Education Libraries 36, no. 1 (2017): 3. http://dx.doi.org/10.26443/el.v36i1.320.
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Among the many fine articles in this issue, the topic of mentorship strikes a chord. Jeremy Denk in a recent New Yorker recalls several of his piano teachers. During one of his recitals, he played some unintended notes. He heard his former teacher’s voice in his head, telling him not to be a perfectionist. How many of us conjure up the ghosts of former mentors or teachers while we are struggling, trying to make sense? [...]
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Clarke, Sue. "Legal Eye: Teachers on Strike." Agenda, no. 21 (1994): 54. http://dx.doi.org/10.2307/4065822.
Full textDissertations / Theses on the topic "Teacher's strike"
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Paula, Ricardo Pires de [UNESP]. "Entre o sacerdócio e a contestação: uma história da Apeoesp (1945-1989)." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/103187.
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paula_rp_dr_assis.pdf: 1485476 bytes, checksum: 45f73d0517edcd64d572665e4ff276fe (MD5)<br>Universidade Estadual Paulista (UNESP)<br>Abordamos na presente pesquisa, a trajetória da organização coletiva dos professores da rede oficial de ensino do Estado de São Paulo, particularmente daquela referente à Apeoesp. Associação criada por professores secundaristas e normalistas com o objetivo de defender os interesses da categoria. Analisamos as diferentes formas de organização experimentadas ao longo dos anos, a partir de um duplo movimento. Externamente, provocado pelas transformações sociais, políticas, econômicas e culturais vivenciadas no Brasil e no mundo que interagiram na formação do campo educacional paulista. Internamente, decorrente de uma dinâmica própria, provocada pelas disputas travadas pelo comando das atividades e atitudes em relação aos seus representados, ao governo e ao conjunto da sociedade brasileira. Tais condicionantes teriam contribuído para mudanças na atuação dos professores em seu cotidiano, dando origem a movimentos de construção e reconstrução de sociabilidades, modificando padrões, identidades e ações desenvolvidas coletivamente. Esse processo, acompanhado de permanências e rupturas, apresentou três fases: 1945-1963, surgimento e estruturação, até a primeira experiência grevista dos docentes; 1963- 1978, anos de acomodações e resistências em meio à ascensão e crise do regime militar instalado a partir de 1964; e, por fim, 1978-1989, fase de reorganização da entidade com base em novas experiências no enfrentamento de problemas originados ou aprofundados pelas transformações vividas no país ao longo do período de redemocratização. Fase esta que assinalou a ascensão de grupos, projetos e ideologias acerca da organização de professores, criando ou reforçando estratégias de mobilização, consolidando ações e representações acerca do magistério e de sua entidade coletiva, culminando na obtenção do registro sindical em 1989.<br>It was approached in the research the trajectory of the collective organization of the teachers from the official chain of education in the State of São Paulo, particularly from the one referring to Apeoesp, association created by secondary teachers with the aim of defending the category's interests. It was analyzed the different forms of organization experimented through the years, starting with a dual process. Externally caused by social, political, economical and cultural transformation experienced in Brazil and around the world, that interacted with the making of the educational field of São Paulo. Internally, as a result of its own dynamics, caused by disputes for the activities and attitudes related to their representatives, the government and the whole Brazilian society. Theses facts contributed to the changes in the teachers's role in their daily routine, originating construction and reconstruction processes of socialization, modifying standards, identities and actions collectively developed. This process, followed by ruptures and permanences, presented three phases: 1945-1963, the emergence and organization, until the first strike experience; 1963-1978, the years of adaptation and resistances during the ascent and crisis of the Military regime adopted since 1964; and at last, 1978-1989, the reorganization of the institution phase, which was based on new experiences in the confrontation with problems originated or expanded by the transformation in the Country through the democratization period. Such phase marked the ascent of groups, projects and ideologies through the teacher's organization, creating or reinforcing mobilization strategies, establishing actions and representations in the teaching process and its collective institution, culminating in acquisition of the syndical register in 1989.
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Paula, Ricardo Pires de. "Entre o sacerdócio e a contestação : uma história da Apeoesp (1945-1989) /." Assis : [s.n.], 2007. http://hdl.handle.net/11449/103187.
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Orientador: Frederico Alexandre de Moraes Hecker<br>Banca: Paula Perin Vicentini<br>Banca: Kátia Maria Abud<br>Banca: Áureo Busetto<br>Banca: José Leonardo do Nascimento<br>Resumo: Abordamos na presente pesquisa, a trajetória da organização coletiva dos professores da rede oficial de ensino do Estado de São Paulo, particularmente daquela referente à Apeoesp. Associação criada por professores secundaristas e normalistas com o objetivo de defender os interesses da categoria. Analisamos as diferentes formas de organização experimentadas ao longo dos anos, a partir de um duplo movimento. Externamente, provocado pelas transformações sociais, políticas, econômicas e culturais vivenciadas no Brasil e no mundo que interagiram na formação do campo educacional paulista. Internamente, decorrente de uma dinâmica própria, provocada pelas disputas travadas pelo comando das atividades e atitudes em relação aos seus representados, ao governo e ao conjunto da sociedade brasileira. Tais condicionantes teriam contribuído para mudanças na atuação dos professores em seu cotidiano, dando origem a movimentos de construção e reconstrução de sociabilidades, modificando padrões, identidades e ações desenvolvidas coletivamente. Esse processo, acompanhado de permanências e rupturas, apresentou três fases: 1945-1963, surgimento e estruturação, até a primeira experiência grevista dos docentes; 1963- 1978, anos de acomodações e resistências em meio à ascensão e crise do regime militar instalado a partir de 1964; e, por fim, 1978-1989, fase de reorganização da entidade com base em novas experiências no enfrentamento de problemas originados ou aprofundados pelas transformações vividas no país ao longo do período de redemocratização. Fase esta que assinalou a ascensão de grupos, projetos e ideologias acerca da organização de professores, criando ou reforçando estratégias de mobilização, consolidando ações e representações acerca do magistério e de sua entidade coletiva, culminando na obtenção do registro sindical em 1989.<br>Abstract: It was approached in the research the trajectory of the collective organization of the teachers from the official chain of education in the State of São Paulo, particularly from the one referring to "Apeoesp", association created by secondary teachers with the aim of defending the category's interests. It was analyzed the different forms of organization experimented through the years, starting with a dual process. Externally caused by social, political, economical and cultural transformation experienced in Brazil and around the world, that interacted with the making of the educational field of São Paulo. Internally, as a result of its own dynamics, caused by disputes for the activities and attitudes related to their representatives, the government and the whole Brazilian society. Theses facts contributed to the changes in the teachers's role in their daily routine, originating construction and reconstruction processes of socialization, modifying standards, identities and actions collectively developed. This process, followed by ruptures and permanences, presented three phases: 1945-1963, the emergence and organization, until the first strike experience; 1963-1978, the years of adaptation and resistances during the ascent and crisis of the Military regime adopted since 1964; and at last, 1978-1989, the reorganization of the institution phase, which was based on new experiences in the confrontation with problems originated or expanded by the transformation in the Country through the democratization period. Such phase marked the ascent of groups, projects and ideologies through the teacher's organization, creating or reinforcing mobilization strategies, establishing actions and representations in the teaching process and its collective institution, culminating in acquisition of the syndical register in 1989.<br>Doutor
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Renner, James Joseph. "The 1981 Mariemont Teachers' Strike: A Lesson in Leadership." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1082141966.
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WARNER, L. MARGARET. "THE PERCEPTIONS OF TEACHERS ON THE PICKET LINE AND IN THE CLASSROOM DURING A TEACHER STRIKE (PHENOMENOLOGY, THREAT-ANXIETY, RELATIONAL, REFERENCE GROUPS, SELF-ADEQUACY)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187988.
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This study examined the perceptions of teachers on the picket line and in the classroom during the 1978 Tucson Unified School District teacher strike and the perceptions and relationships they experienced. Literature from sociology, psychology and education was reviewed to develop the theoretical framework. It is recognized in the literature that theory has utility in designing, shaping and organizing research, giving meaning to data and summarizing and interpreting the findings. The theoretical framework was comprised of two sections: the perceptual and the relational. In the perceptual, self-adequacy, self-concept and threat-anxiety were included. In the relational, communication, shared interests and reference groups were included. An interview schedule of twenty-one items based on the theoretical framework was developed and administered to forty selected school district teachers. The twenty-one questions were derived from the two major sections and the six subsections of the theoretical framework. Some demographic data were also collected. Strikers and non-strikers agreed more than they disagreed. There was general agreement among both strikers and non-strikers that human relationships were handled so ineptly by the superintendent and school board that the teachers perceived themselves to be demeaned and held unworthy.
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Sullivan, Lila E. Riegle Rodney P. "Teacher strikes a metaphorical analysis /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227175.
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Thesis (Ed. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed January 18, 2006. Dissertation Committee: Rodney P. Riegle (chair), Paul Baker, Richard Berg, J. Christopher Eisele, D. Michael Risen. Includes bibliographical references (leaves 193-201) and abstract. Also available in print.
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Kumalo, Siphokazi Lucille. "The influence of teachers' strikes on matriculation results." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4090.
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The majority of South African public schools are not performing well and this is particularly true of the schools in the Eastern Cape Province. Many factors including teacher union strikes contributed to this situation. Teachers’ unions went on strike without considering the rights of learners. The aim of this research was to determine the extent to which teachers’ unionized strikes influence the quality of teaching and learning at selected high schools of Port Elizabeth in the Eastern Cape Province and to determine ways in which the teacher unions can also protect the rights of learners to achieve quality education in these selected high schools. The research consists of a study of relevant literature, followed by a qualitative research design. The sample group consisted of Grade 12 teachers, deputy principals and site stewards from four high schools in the Port Elizabeth District. The researcher trusts that her understanding as presented in the research findings and recommendations will benefit not only herself but will empower all the teacher unions’ members and learners coping with the stress of teaching and learning at times of strikes.
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Ozorio, Maria Beatriz Vieira Branco. "Memórias de uma escola em greve : reminiscências de professoras do Instituto de Educação General Flores da Cunha - Porto Alegre/RS (1979-1990)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/134672.
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O presente artigo aborda as mobilizações de professoras, materializado nas greves do magistério público estadual do Rio Grande do Sul, no período compreendido entre 1979 a 1990. Para isso foi escolhida a Escola Estadual General Flores da Cunha, em Porto Alegre, entre outros motivos pela sua destacada liderança nas greves do período estudado, nas mobilizações da categoria, tendo como horizonte a efetiva participação das professoras no movimento grevista. A partir desse lugar, a pesquisa elege como principal corpus documental narrativas de memória de professoras da escola em questão que aderiram total ou parcialmente às greves dos anos 1979 e 1990. A metodologia da pesquisa é a História Oral, que foi desenvolvida a partir de entrevistas. Importa dizer que a investigação procura contextualizar as narrativas de memória em suas interfaces com o momento político vivido no país, especialmente, no Rio Grande do Sul. Nesta perspectiva, a abordagem da investigação não perde de vista as transformações ocorridas no magistério público diante de políticas públicas vigentes, destacando o papel do Centro dos Professores do Estado do Rio Grande do Sul - CPERS, que agregou o nome de sindicato a partir de 1989. No cruzamento de fontes, busca-se um maior entendimento acerca da temática da pesquisa ao ouvir as narrativas dessas mulheres-professoras, que atuando nas salas de aula, tiveram significativas e até decisiva participação nas greves do magistério A pesquisa se inscreve no campo da História da Educação e tem a História Cultural como vertente teórica. Pretende ouvir as experiências das professoras, a partir de suas memórias e vivências nos momentos de greve, seus silêncios, ou não ditos, procurando entrecruzar suas narrativas com os registros sindicais e notícias da imprensa local. A pesquisa busca conhecer as histórias dessas professoras que, não estando nas lideranças do movimento grevista, atuaram dentro das escolas, nas ruas e acampadas nas praças. Procura compreender seus sentimentos, seu olhar sobre o vivido e o sentido durante as greves. O estudo dialoga com a perspectiva de Michel Foucault sobre os homens infames, aqueles que durante séculos foram esquecidos por uma História que privilegiava as ações de uns, eleitos como merecedores de terem suas vidas narradas, destinando outros a um estado de marginalidade, de anonimato. Através das entrevistas, procuro trazer à tona este passado das greves em que foram sujeitos muitas mulheres-professoras. Esse ato de lembrar, afirma Lucilia de Almeida Neves, insere-se entre as possibilidades múltiplas de registro do passado, elaboração das representações e afirmação de identidades construídas na dinâmica da História. Não perdendo de vista a afirmação de Alistair Thomson, compomos nossas memórias para dar sentido à nossa vida passada e presente. Relembrar, revisitar as memórias atualizando o tempo passado, tornando-o vivo e cheio de significados no presente.<br>This is a study about the history of education in Rio Grande do Sul materialized in strikes of the state public teaching of Rio Grande do Sul, in the period 1979 to 1997. For this it was chosen the State School General Flores da Cunha, in Porto Alegre, among other reasons for his outstanding leadership in the strikes of the period studied, the mobilizations in the category, having as perspective the effective participation of teachers in the strike movement. From that place, research elected as main corpus documentary narratives school teachers memory in question adhering whole or in part to strikes the years 1979 and 1997. The research methodology is the oral history, which was developed from interviews. It said that the research aims to contextualize the memory narrative in its interface with the political moment lived in the country, especially in Rio Grande do Sul. In this perspective, the research approach to not lose sight of the transformations occurred in the public teaching before prevailing public policies, highlighting the role of the Centro dos Professores do Estado do Rio Grande do Sul - CPERS, which added the union name from 1989. At the intersection of sources, we seek a greater understanding of the theme of research on hearing the stories of these women-teachers, who working in the classrooms had significant and even decisive role in the teaching strikes The research is inserted in the field of History of Education and Cultural History as the theoretical branch. The experiences of teachers were heard, from their memories and experiences in times of strike, his silences, or not said, looking for to connect their stories with union records and news from local media. The research seeks to know the stories of teachers who for not being as the strike movement leaders they acted within schools, on the streets and camped in the squares. It try to understand her feelings, her gaze on the lived and felt during the strikes. The study relates to the prospect of Michel Foucault about the infamous men, those who for centuries have been forgotten by history that favored the actions of some, elected as worthy of having their lives narrated, leading others to a state of marginalization, anonymity. Through interviews, I try to bring to light this past strikes on the as subject were many women-teachers. This act of remembering, says Lucilia de Almeida Neves, is inserted between the multiple possibilities past record, working out of representations and affirmation of identities constructed in the dynamics of History. Not losing sight of Alistair Thomson statement, we compose our memories to make sense of our past life and present. Remember, revisit the memories, updating the past, making it alive and full of meaning in the present.
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DiPardo, Elizabeth Marie. ""A Rite of September: " Rhode Island Teachers' Unions & the Right to Strike." Thesis, Boston College, 2005. http://hdl.handle.net/2345/404.
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Thesis advisor: Mark Gelfand<br>Labor in the United States has been commonly associated with images of industrialism, factories, and skilled craftsmen. This narrow vision of labor ignores the millions of Americans employed by the federal, state, and local governments. As early national labor law failed to define the rights of government employees, each state was forced to create their own public labor law through judicial rulings and state legislation. This study is framed around the struggles of Rhode Island public employees, specifically public school teachers, to obtain the right to organize and employ labor's greatest weapon, the strike. An in-depth examination of the 1975 Woonsocket Teachers' Guild strike incorporating the experiences of union officers, labor lawyers, and other participants provides a concrete example of the difficulties encountered by government employees against the courts, legislature, and public opinion<br>Thesis (BA) — Boston College, 2005<br>Submitted to: Boston College. College of Arts and Sciences<br>Discipline: History<br>Discipline: College Honors Program
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Foreman, Cynthia. "A study of selected models to determine elementary teacher propensity to strike." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0022/MQ30869.pdf.
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Kalande, Wotchiwe Mtonga. "The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30146.
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The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about their perceptions of teaching science and to examine whether or not their teaching practices were in keeping with what they were taught during teacher preparation as well as Malawi's educational expectations for primary school science based upon MIITEP (Malawi Integrated In-service Teacher Education Program) handbooks. Three research questions were posited: (a) What is the teacher preparation program for primary teachers in Malawi? (b) What were the instructional practices of the six beginning primary school science teachers who were prepared in the teacher training college programs? (c) What connections were evident between what beginning primary school science teachers were expected to learn and what they demonstrated in the classroom? All of the six participants (5 males and 1 female) had completed MIITEP in the past three to five years. The data sources for these science teachers included a self-assessment form, pre-observation interviews, post-observation interviews, and lesson observations. Data were also gathered from MIITEP handbooks and three science teacher educators who were interviewed. The data were analyzed using descriptive analysis. The study revealed that there were matches, partial matches, and mismatches between what the six primary school teachers demonstrated in their classroom as compared with the Malawi Ministry of Education science teacher preparation expectations. Of particular interest were that science teachers did not fully engage pupils in most of the process skills for science teaching, nor did they utilize a variety of appropriate teaching and learning strategies and materials for teaching science. In addition, allotted time for teaching science lessons was not fully utilized due to, among other factors, time conflicts with other official and community welfare duties, and mixing English with vernacular during teaching. Implications for practice and for further research have also been suggested.<br>Ph. D.
Books on the topic "Teacher's strike"
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Fraser, Shanna Leah. One-room schoolhouse teachers in Prince Edward Island: From the 1929 teacher's strike until consolidation in the 1970's. Laurentian University, Department of History, 2003.
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Beatty, Carol Anne. After the strike: Changing the teacher-board relationship. Industrial Relations Centre, Queen's University at Kingston, 1987.
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McCormick, Eugene. The INTO and the 1946 teachers' strike. Irish National Teachers' Organisation, 1996.
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Seifert, Roger V. Teacher militancy: A history of teacher strikes 1896-1987. Falmer, 1987.
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Stewart, Alva W. Teacher strikes, boon or bane?: A bibliographic review. Vance Bibliographies, 1985.
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Alger, Horatio. Strive and succeed, or, The progress of Walter Conrad. Polyglot Press, 2005.
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Semata, James A. Teachers' strikes and their impact in labor relations: The U.S. case study. Institute of Labo[u]r Studies, 1985.
Find full textBook chapters on the topic "Teacher's strike"
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Johnson, Brad, and Hal Bowman. "Let’s Not Settle for Accepting Differences; Let’s Strive to Celebrate Differences." In Dear Teacher. Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-40.
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Yang Hansen, Kajsa, Jelena Radišić, Xin Liu, and Leah Natasha Glassow. "Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries—Insights from TALIS 2013 and 2018." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_5.
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AbstractEquity and quality are the common goals to strive for in the Nordic education systems. Yet the mechanisms through which the separate education systems approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, however, were also observed. The results from the TALIS 2013 model outlined two subgroups of the Nordic countries with similar mechanisms: the Norway-Sweden and the Denmark-Finland groups. No distinctive group was found in the TALIS 2018 results, producing more country-specific patterns, such as the importance of social utility value for Norway, adverse classroom composition in Sweden or teacher effective professional development positively impacting the personal and social utility values of teachers in Finland. These observed diversities and changing patterns may find their reasons in the gradually dissolved unity of the Nordic model by the different reform actions taken in recent years, such as in the example of Sweden, and in the long-term prerequisites for the teaching profession, where Finland is the country that stands out.
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de Macêdo, Gabriel Fortes Cavalcanti, and Ignacio Brescó de Luna. "Co-constructing Past and Future in Times of Uncertainty: Students’ Positions During the Brazilian Teachers’ Strike in 2012." In Imagining the Past, Constructing the Future. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-64175-7_10.
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White, Mathew A. "Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_7.
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AbstractWhile positive education research has grown over the past decade, making strides in measurement, interventions, and applications, it has also been criticised for lacking consistent guiding theoretical frameworks, heavily emphasising psychology over education, and being driven by unacknowledged pedagogical assumptions. This chapter argues that a particular stumbling block has been ignoring the professional practice of positive education; that is, what positive education teachers do and how they know they are having an impact. To addresses this gap, this chapter introduces a strength-based reflective practice model for teachers that integrates the Values in Action classification of character strengths with Brookfield’s four lenses for reflective practice, which consists of: (1) the students’ eyes, (2) colleagues’ perceptions, (3) personal experience, and (4) theory. The model aims to provide a method for critical self-reflection, thereby helping to enable effective professional practice. Through this model, perhaps positive education can become a pedagogy that has found its practice.
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McCall, Theo D. "Positive Spirituality." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_23.
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AbstractPositive spirituality is about acknowledging the personal spiritual growth that can occur through the use of some techniques from positive psychology. Contemporary educational philosophy within secular government educational departments rarely, if ever, addresses the notion of a spiritual life within educational institutions. Religious schools, on the other hand, usually include prayer and spirituality at the foundation of their educational aims. There is a clear disconnection between the two systems in this respect. Positive spirituality potentially provides a bridge between these two systems, bringing a focus on a broad notion of spirituality to otherwise secular government/public systems, and scientifically validated approaches to potentially narrowly focused religious schools. For instance, meditative techniques, relaxation, and physical stillness can help bring spiritual awareness to the fore, and in the process highlight a connection to something larger than oneself—the very goal of all mystics and a noble educational objective as teachers strive to inspire a greater sense of meaning and purpose in their students.
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Kerrigan, Heather. "Governors Respond to Teacher Strikes in West Virginia, Oklahoma, and Arizona : February 21, March 6, April 12, and May 3, 2018." In Historic Documents of 2018. CQ Press, 2019. http://dx.doi.org/10.4135/9781544352572.n11.
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Sojoyner, Damien M. "Reading the Past and Listening to the Present." In First Strike. University of Minnesota Press, 2016. http://dx.doi.org/10.5749/minnesota/9780816697533.003.0006.
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The conclusion of First Strike debunks the claim that teacher unions prevent administrators from excising bad teachers from schools, which in turn creates underperforming students. Through a meditation on his mother’s experience as a schoolteacher, Sojoyner suggests that the exclusionary potential and pedagogical insufficiency of standardized testing, as well as the cutting of social support nets for students, are the actual contributing factors. The author describes his influences in W. E. B. DuBois and Clyde Woods, and summarizes his individual chapters’ claims.
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Walters, Kyla. "Fighting and Defeating the Charter School Agenda." In Labor in the Time of Trump. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501746598.003.0013.
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This chapter examines the dynamics behind a high-profile campaign led by the Massachusetts Teachers Association (MTA). In 2016, right-wing forces sought to expand charter schools through a ballot initiative. Initially, all signs suggested that the charter expansion would easily pass. The MTA mobilized, and the ballot measure was defeated in a landslide. This chapter identifies several mechanisms that contributed to the teachers' success. Most important, the MTA committed to fighting. Together with the National Association for the Advancement of Colored People (NAACP), Jobs with Justice, and others, this grassroots coalition defeated Wall Street's money and showed the power of social justice organizing. Fifteen months later, in spring 2018, a string of strikes in red states showed that educators in many places have both the inclination and the capacity to fight, even where teacher strikes are prohibited.
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"Three. The 1970 Strike." In The Newark Teacher Strikes. Rutgers University Press, 2020. http://dx.doi.org/10.36019/9780813547022-005.
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"Five. The 1971 Strike." In The Newark Teacher Strikes. Rutgers University Press, 2020. http://dx.doi.org/10.36019/9780813547022-007.
Full textConference papers on the topic "Teacher's strike"
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Boko, Ulrich Hermann Semevo, Bessan Melckior Degboe, Samuel Ouya, and Gervais Mendy. "Proposal for an intelligent digital teacher’s textbook solution adapted to the Bachelor-Master-Doctorate system." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13150.
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This paper proposes an intelligent solution for course monitoring based on the use of a digital textbook coupled with an algorithm for verifying the conformity of the teaching content. The proposed solution allows to follow in real time the evolution of the courses and to alert the pedagogical managers in case of non-compliance with the syllabus. In most sub-Saharan African countries engaged in the Bachelor-Master-Doctorate (BMD) reform, incessant strikes prevent teachers from completing the program. Also, there is no way for the teacher to know whether students have the necessary prerequisites. In addition, constraints related to agendas sometimes prevent the holding of pedagogical animation meetings. To solve these problems, we propose the implementation of an intelligent digital teacher's textbook. The tool helps in the follow-up and the respect of the pedagogical objectives. It implements an algorithm to evaluate in real time the concordance between the courses given and the requirements of the syllabus. An SMS and e-mail alert system has also been set up to inform training actors in case of non-compliance with the syllabus. The proposed solution contributes to the overall improvement of the quality of higher education in Saharan Africa.
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Grafenauer Ekart, Živa. "Pomen učiteljevih komunikacijskih kompetenc za sodelovanje vzgojno-izobraževalne ustanove s starši." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.19.
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Social changes lead to changes in cooperation between school and parents. This cooperation has become more necessary and intensive. The most desirable form of cooperation between school and parents is a partnership between them. Features of the partnership cooperation are two-way communication, mutual support, making decision together and promotion of learning. This can be achieved if teachers have well-developed communication competencies. In the article I discuss them as essential competencies of a teacher that enable good cooperation of an educational institution with parents. Communication is a social interaction. It shows the way and quality of the relationship between the participants in communication. If schools strive for good communication competencies of their employees, especial for teachers, they can expect positive responses from parents. This contributes to the optimal development of the child.
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Lie, Anita, Siti Mina Tamah, Trianawaty, and Fransiskus Jemadi. "Challenges and Resources in Enhancing English Teachers’ Proficiency." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.9-2.
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This study addresses the conflicting views of the role of English as a means of global communication. Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves might not be adequately prepared to use English as a means of communication; improving their English proficiency and the willingness to communicate in English (Clement, 2003) has thus become a matter of concern amidst the prevailing resistance to English as the language of the imperialist. The present study focuses on teachers’ English proficiency, which has been recognized as an important qualification for successful English teaching. Thirty secondary school teachers of English who were participating in an in-service professional development program were asked to self-assess their English proficiencies based on the ACTFL guidelines as well as to identify their challenges and resources. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The study also conducted in-depth interviews of selected teachers. This study found that teachers strive to build their willingness to communicate in English despite challenges, and still grapple to improve their proficiency. They employ various resources to overcome the prevailing challenges.
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Soewardini, Herfa Maulina Dewi, Hery Setiyawan, Suprihatien, and Endrayana Putut Laksminto Emanuel. "The Teacher’s Strides for Assisting Students’ Thought in Constructing Mathematics Argumentation." In International Conference on Community Development (ICCD 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.069.
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Турій, Т. П. "ФОРМУВАННЯ СОЦІАЛЬНО-ПСИХОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ СТАРШОКЛАСНИКІВ – КЛЮЧОВИЙ ЕЛЕМЕНТ ЖИТТЄВОГО УСПІХУ". У Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7258.
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The development of Ukraine's educational sector, the latest technologies and information space allow teachers to educate the modern personality of the twentieth century. An important stage in the formation of a person, not only as a social being, but also as an educated personality, is the level of his internal incentives, beliefs, and so on. The educational paradigm strives for a reasonable, intellectually advanced society, and therefore aims to implement a key element of teaching and education, by obtaining a competent personality. A competent person is able to think creatively, logically, and fundamentally in unusual life circumstances, has a non-standard vision of ordinary things, and therefore is a harmoniously developed personality. The scientific world has repeatedly emphasized the importance of developing a person's abilities. Psychological science talks about the importance of formation socio-psychological competency among the rising generation, explaining this with the fact that an educated person must have psychological methods of impact on society in such a way as to achieve the highest results in their professional activities. Starting with school education, overcoming internal barriers, and achieving the set goal, the rising generation learns to be a successful personality.
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Hadiwiardjo, Yanti Harjono, Sri Wahyuningsih, and Pritha Maya Savitri. "The Effectiveness of Health Promotion on Increasing the Knowledge of Covid-19 among Islamic High School Students in Depok, West Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.04.
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Background: After undergoing a large-scale social distancing period of 5 months, and considering learning needs, the Ministry of Education and Culture decided to carry out face-to-face learning for schools in the green and yellow zones by implementing strict health protocols. Students, teachers, administrative staff, and workers need to have knowledge about Covid-19. The purpose of this study was to determine the level of knowledge of Dian Didaktika Islamic high school students regarding Covid-19 before and after being given health promotion in preparation for face-to-face learning. Subjects and Method: This was a cross-sectional study conducted at Dian Didaktika Islamic high school, Jakarta. All high school students of class X, XI and XII totaling 164 people were enrolled in this study. The independent variable was health promotion using powerpoints and the dependent variable in this study was the level of knowledge. The level of knowledge was measured using questionnaire and analyzed using Wilcoxon test. Results: The majority of students were 16 years old (47.0%), male. (54.9%), and from class X students (58.5%). The level of knowledge on Covid-19 was increased after being given health education (Mean= 77.48) than before being given education (Mean= 72.88), and they were statistically significant (p = 0.001). Conclusion: Health promotion can increase knowledge about Covid-19 among high school students. Keywords: Covid-19, students, knowledge, health promotion Correspondence: Yanti Harjono Hadiwiardjo. Department of Community Medicine, Faculty of Medicine, Universitas Pembangunan Nasional “Veteran” Jakarta. Email: yantiharjono@upnvj.ac.id. Telp: 082124018795 DOI: https://doi.org/10.26911/the7thicph.02.04
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Dominici, Laura, and Pier Paolo Peruccio. "Systemic Education and Awareness: the role of project-based-learning in the systemic view." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3712.
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Through the critical analysis of some case studies, this paper intends to investigate different tools useful to the ecological education,to analyse didactic activities which have more influence in the development of an individual and collective awareness and which of them can get closer students to the systemic approach. The systemic design is one of many actors that takes place inside a well-structured social network that presents always more frequently complex problems, which are difficult to solve by the application of linear approach. Always more it's clear that the way applied by the actual system to solve problems around not only ecological area, but also economic and cultural, it's not enough to answer to real needs. It's necessary a change of paradigm, from an approach based on the competition and on the logic of continuous growth, to a systemic vision, based on the collaboration, on the awareness and on the rediscovery of qualitative values. The ecological emergency demands more and more the development of sustainable and resilient communities; for this reason we have to change the way of thinking processes and relations, in other words we have to become ecoliterate: we have to be able to understand the organizational principles of ecosystems and the way of manage complexity. So ecoliteracy represent the starting point of innovative processes: it gives importance to the relations and to the multidisciplinary team-work. It's clear that next to the cultural change we have to rearrange the schooling system which now represents the official institution appointed of knowledge communication. The current academic system has been defined by the same linear and competitive approach used to delineate our economic systems, in this way, inside its structure, it usually reproduces the same social hierarchy and inequality that we can observe in our society. In practice, to achieve some important changes, it is necessary to extend precepts of systemic view to a huge group of people (starting from students of primary school to college students and over). Others two key points are the discussion around the strict hierarchy between teacher and student and the support of collaborative behaviour. Different experiences, academic and not, are compared, considering actors involved, activities, team-working and final outcome. For this reason the role of project-based-learning and practical academic activities is considered inside an education whose aim is to train people eco-competent and who are able to enhance their active role available to the community.DOI: http://dx.doi.org/10.4995/IFDP.2016.3712
Reports on the topic "Teacher's strike"
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Nic Daeid, Niamh, Heather Doran, Lucina Hackman, and Pauline Mack. The Curse of the Burial Dagger Teacher Materials. University of Dundee, 2021. http://dx.doi.org/10.20933/100001220.
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The Curse of the Burial Dagger is an interactive graphic novel murder mystery, created by the Leverhulme Research Centre for Forensic Science and digital story studio Fast Familiar. Players use maths, logic and critical reasoning skills to assist Susie uncover different types of forensic evidence and weigh up contrasting hypotheses. Can they uncover the events leading up to Lord Hamilton’s death and deduce how he died…before the curse strikes again? These documents are the Teacher/Group lead pack which contain additional resources including: • The Teacher/Group Lead Pack – Teacher walk through – Factsheet – What is Forensic Science? – Factsheet – What is a hypothesis? – Marzipan Calculation – Factsheet and activity – Fingerprint Analysis – Activity – Chromatography investigation • Printable completion certificate • Printable Note paper and fact-sheet